We found 123 results that contain "msu libraries"
Posted on: Online & Hybrid Learning Group
Posted by
over 5 years ago
Adopt the 5 main resources for managing online experiences at MSU: Microsoft 365, Google docs, Zoom, Mediaspace, D2L. These tools at MSU are provided to all students (domestic and international) faculty, and staff. These tools are also supported by MSU IT. Take advantage of them! :)
Pedagogical Design
Posted on: #iteachmsu Ambassadors
Posted by
almost 6 years ago
Goals of the overarching Commons efforts:
- To ignite a social movement at MSU that recognizes, values, and celebrates all members of the MSU community who help educate our campus- in and out of the formal classroom.
- Shift the campus culture of teaching and learning to celebrate and promote the innovative practices happening at MSU.
- Exists as a shared resource for educators, built by educators throughout the university.
- Promote collaboration and growth in competency-grounded teaching practice through various spaces, both physical and digital.
- To ignite a social movement at MSU that recognizes, values, and celebrates all members of the MSU community who help educate our campus- in and out of the formal classroom.
- Shift the campus culture of teaching and learning to celebrate and promote the innovative practices happening at MSU.
- Exists as a shared resource for educators, built by educators throughout the university.
- Promote collaboration and growth in competency-grounded teaching practice through various spaces, both physical and digital.
Posted on: GenAI & Education
Posted by
9 months ago
AI Commons Bulletin 12/16/2024
Human-curated news about generative AI for Teaching and Learning in Higher Education.
💚 New CTLI Resource for Using AI in Courses
Very practical introduction to AI at MSU. Details for accessing MSU’s licensed Co-Pilot. Step-by-step instructions on using AI for:
1. Writing emails to students.
2. Summarizing your course videos.
3. Designing lesson rubrics.
4. Forming learning objectives.
Learn More: http://bit.ly/SLXD_07
🏹 Open AI targeting K-12 Educators
Can Higher Ed be far behind? At the very least, increased use in K-12 will shape our incoming students. Topics in the new Open AI free online course: What is ChatGPt and how does it work, ways to use ChatGPT in teaching, best practices for responsible AI in a school setting.
Learn More: https://www.commonsense.org/education/training/chatgpt-k12-foundations
💚 ChatGPT for Natural Course Design
MSU educators explore how using ChatGPT enhances course design by improving structure, aligning objectives, and generating engaging content. Key challenges include content inconsistencies and a steep learning curve, highlighting the need for AI literacy to maximize its potential while managing risks.
Learn More: Kumar, J. A., Zhuang, M., & Thomas, S. (2024). ChatGPT for natural sciences course design: Insights from a strengths, weaknesses, opportunities, and threats analysis. Natural Sciences Education, 53, e70003. https://acsess.onlinelibrary.wiley.com/doi/10.1002/nse2.70003
Get the AI-Commons Bulletin on our Microsoft Teams channel, at aicommons.commons.msu.edu, or by email (send an email to aicommons@msu.edu with the word “subscribe”).
Human-curated news about generative AI for Teaching and Learning in Higher Education.
💚 New CTLI Resource for Using AI in Courses
Very practical introduction to AI at MSU. Details for accessing MSU’s licensed Co-Pilot. Step-by-step instructions on using AI for:
1. Writing emails to students.
2. Summarizing your course videos.
3. Designing lesson rubrics.
4. Forming learning objectives.
Learn More: http://bit.ly/SLXD_07
🏹 Open AI targeting K-12 Educators
Can Higher Ed be far behind? At the very least, increased use in K-12 will shape our incoming students. Topics in the new Open AI free online course: What is ChatGPt and how does it work, ways to use ChatGPT in teaching, best practices for responsible AI in a school setting.
Learn More: https://www.commonsense.org/education/training/chatgpt-k12-foundations
💚 ChatGPT for Natural Course Design
MSU educators explore how using ChatGPT enhances course design by improving structure, aligning objectives, and generating engaging content. Key challenges include content inconsistencies and a steep learning curve, highlighting the need for AI literacy to maximize its potential while managing risks.
Learn More: Kumar, J. A., Zhuang, M., & Thomas, S. (2024). ChatGPT for natural sciences course design: Insights from a strengths, weaknesses, opportunities, and threats analysis. Natural Sciences Education, 53, e70003. https://acsess.onlinelibrary.wiley.com/doi/10.1002/nse2.70003
Get the AI-Commons Bulletin on our Microsoft Teams channel, at aicommons.commons.msu.edu, or by email (send an email to aicommons@msu.edu with the word “subscribe”).
Posted on: #iteachmsu
Posted by
over 1 year ago
The more educators can treat students as professional learners by providing them with reliable, timely, and accurate information about their progress in a course, the more likely it is that students will persist, thrive, and ultimately succeed in their educational journey.
The typical learning experience in American high schools is an in-person experience that is infused with online tools. Students are regularly required to engage with learning content in online platforms, and they have constant access to their grades, class announcements, and course materials via online and mobile platforms. Given that this is the most common learning experience students have prior to beginning at MSU, it follows that establishing a digital learning environment that mirrors the students’ known processes will create a more seamless transition into the MSU learning ecosystem.
An effective way to support student learning is for educators to use the learning management system as a student-centered academic hub for their course. At MSU, that means using D2L in specific, targeted ways that are intentionally geared toward meeting most students’ needs. In addition to optimizing the students’ experience, this intentional deployment of the learning management system serves to streamline much of the administrative load that is inherent in teaching, thereby simplifying many of the time-consuming tasks that often dominate educator’s lives. Accomplishing this need not require a comprehensive deployment of D2L in your course. In fact, using the LMS in four or five critical ways, and perhaps modifying your practices slightly to facilitate that use, can make a significant difference in students’ perceptions of your course.
1) Use the Grade Book
2) Post a syllabus and a clear schedule
3) Use the announcements tool
4) Distribute materials via D2L
5) (optionally) Use the digital drop box
Click the PDF below for more context on how these five simple steps can maximize the students' experience in your class, and streamline your teaching workflow at the same time.
The typical learning experience in American high schools is an in-person experience that is infused with online tools. Students are regularly required to engage with learning content in online platforms, and they have constant access to their grades, class announcements, and course materials via online and mobile platforms. Given that this is the most common learning experience students have prior to beginning at MSU, it follows that establishing a digital learning environment that mirrors the students’ known processes will create a more seamless transition into the MSU learning ecosystem.
An effective way to support student learning is for educators to use the learning management system as a student-centered academic hub for their course. At MSU, that means using D2L in specific, targeted ways that are intentionally geared toward meeting most students’ needs. In addition to optimizing the students’ experience, this intentional deployment of the learning management system serves to streamline much of the administrative load that is inherent in teaching, thereby simplifying many of the time-consuming tasks that often dominate educator’s lives. Accomplishing this need not require a comprehensive deployment of D2L in your course. In fact, using the LMS in four or five critical ways, and perhaps modifying your practices slightly to facilitate that use, can make a significant difference in students’ perceptions of your course.
1) Use the Grade Book
2) Post a syllabus and a clear schedule
3) Use the announcements tool
4) Distribute materials via D2L
5) (optionally) Use the digital drop box
Click the PDF below for more context on how these five simple steps can maximize the students' experience in your class, and streamline your teaching workflow at the same time.
Posted on: Online & Hybrid Learning Group
Posted by
almost 6 years ago
Please join us for the next meeting of the Online Faculty Learning Community.
Tuesday, December 10 from 9-11 a.m.
East Fee Hall - Patenge Room (C-102)
Thomas Jeitschko, Dean of MSU Graduate School will be with us to discuss the future of online learning at MSU.
Tuesday, December 10 from 9-11 a.m.
East Fee Hall - Patenge Room (C-102)
Thomas Jeitschko, Dean of MSU Graduate School will be with us to discuss the future of online learning at MSU.
Posted on: #iteachmsu
Posted by
over 2 years ago
Returning to the Classroom After a Tragedy: A 7-step Approach to Starting Class Again
This week, faculty, instructors, and graduate assistants will be returning to their classes for the first time after the tragic events of this week. There will be some classes where they have lost one of their classmates, which may add to the intensity of the experience of both students and instructors. Included in the resource attached (3-page PDF) are recommendations for how to structure the return to class for your students and yourselves, with trauma-informed considerations and practices.
This artifact is one of a collection of evidence-based resources for educators coming back to class after collective tragedy was compiled by Spartans:
Jason Moser (Professor of Clinical Science, Cognition, and Cognitive Neuroscience in MSU's Department of Psychology & PhD Psychology | Clinical Science)
Jon Novello (Director of MSU Employee Assistant Program & Licensed Clinical Social Worker)
Mark Patishnock (Director of MSU Counseling and Psychiatric Services [CAPS] & Licensed Psychologist)
Joshua Turchan (Assistant Director of Training, Assessment and Planning at MSU CAPS & Licensed Psychologist)
Karen Stanley-Kime (Assistant Director of Intensive Clinical Services at MSU CAPS & Licensed Psychologist)
and more throughout University Health and Wellness departments.
This week, faculty, instructors, and graduate assistants will be returning to their classes for the first time after the tragic events of this week. There will be some classes where they have lost one of their classmates, which may add to the intensity of the experience of both students and instructors. Included in the resource attached (3-page PDF) are recommendations for how to structure the return to class for your students and yourselves, with trauma-informed considerations and practices.
This artifact is one of a collection of evidence-based resources for educators coming back to class after collective tragedy was compiled by Spartans:
Jason Moser (Professor of Clinical Science, Cognition, and Cognitive Neuroscience in MSU's Department of Psychology & PhD Psychology | Clinical Science)
Jon Novello (Director of MSU Employee Assistant Program & Licensed Clinical Social Worker)
Mark Patishnock (Director of MSU Counseling and Psychiatric Services [CAPS] & Licensed Psychologist)
Joshua Turchan (Assistant Director of Training, Assessment and Planning at MSU CAPS & Licensed Psychologist)
Karen Stanley-Kime (Assistant Director of Intensive Clinical Services at MSU CAPS & Licensed Psychologist)
and more throughout University Health and Wellness departments.
Posted on: #iteachmsu
Posted by
over 2 years ago
"This study investigated the role of resilience and gratitude in the relationship between trauma exposure, posttraumatic stress (PTS), and posttraumatic growth (PTG) following the campus shooting at Seattle Pacific University. The prevalence of community traumatic events such as school shootings has increased dramatically in the last decade. However, a significant number of individuals report positive changes such as enhanced appreciation for life, suggesting that some people are able to convert adverse experiences into personal growth. The purpose of this study was to understand characteristics about trauma and protective characteristics that contribute to PTG."
Vieselmeyer, J., Holguin, J. & Mezulis, A (2017). The role of resilience and gratitude in posttraumatic stress and growth following a campus shooting, Psychological Trauma: Theory, Research, Practice, and Policy, 9(1), 62-69.
This artifact is one of a collection of evidence-based resources for educators coming back to class after collective tragedy was compiled by Spartans:
Jason Moser (Professor of Clinical Science, Cognition, and Cognitive Neuroscience in MSU's Department of Psychology & PhD Psychology | Clinical Science)
Jon Novello (Director of MSU Employee Assistant Program & Licensed Clinical Social Worker)
Mark Patishnock (Director of MSU Counseling and Psychiatric Services [CAPS] & Licensed Psychologist)
Joshua Turchan (Assistant Director of Training, Assessment and Planning at MSU CAPS & Licensed Psychologist)
Karen Stanley-Kime (Assistant Director of Intensive Clinical Services at MSU CAPS & Licensed Psychologist)
and more throughout University Health and Wellness departments.
Vieselmeyer, J., Holguin, J. & Mezulis, A (2017). The role of resilience and gratitude in posttraumatic stress and growth following a campus shooting, Psychological Trauma: Theory, Research, Practice, and Policy, 9(1), 62-69.
This artifact is one of a collection of evidence-based resources for educators coming back to class after collective tragedy was compiled by Spartans:
Jason Moser (Professor of Clinical Science, Cognition, and Cognitive Neuroscience in MSU's Department of Psychology & PhD Psychology | Clinical Science)
Jon Novello (Director of MSU Employee Assistant Program & Licensed Clinical Social Worker)
Mark Patishnock (Director of MSU Counseling and Psychiatric Services [CAPS] & Licensed Psychologist)
Joshua Turchan (Assistant Director of Training, Assessment and Planning at MSU CAPS & Licensed Psychologist)
Karen Stanley-Kime (Assistant Director of Intensive Clinical Services at MSU CAPS & Licensed Psychologist)
and more throughout University Health and Wellness departments.
Posted on: #iteachmsu
Posted by
over 1 year ago
Comprehensive Syllabus template
• This syllabus template meets all MSU syllabus content requirements and is fully compliant with accessibility standards for both printed and online documents.
• Using the template helps ensure a uniform and accessible point of entry into courses.
• Consistency in syllabus design and branding ensures that all students can easily access critical course and MSU information, policies, and procedures.
• All headings, tables, web links, and sample text are formatted to optimize the document for all students, including those students who rely on assistive technologies to read their syllabus.
More robust than the short-form syllabus, this template provides supplemental policy language, sample design ideas, and greater level of detail for documenting your course plan for your students.
To use the template, download the file, open it in MS Word, resolve all comments, delete un-needed material, and edit all content enclosed in ***.
• This syllabus template meets all MSU syllabus content requirements and is fully compliant with accessibility standards for both printed and online documents.
• Using the template helps ensure a uniform and accessible point of entry into courses.
• Consistency in syllabus design and branding ensures that all students can easily access critical course and MSU information, policies, and procedures.
• All headings, tables, web links, and sample text are formatted to optimize the document for all students, including those students who rely on assistive technologies to read their syllabus.
More robust than the short-form syllabus, this template provides supplemental policy language, sample design ideas, and greater level of detail for documenting your course plan for your students.
To use the template, download the file, open it in MS Word, resolve all comments, delete un-needed material, and edit all content enclosed in ***.